GrFT  i 

'"■■■8Sm4 j       «OM    THE    PEESIBE^I'S    omCE 


A 
PRIMER 

of 

PUBLIC  SCHOOL 


PROGRESS 


PUBLIC  EDUCATION  ASSOCIATION 

of  the 
CITY  o/ijEW  YORK 
40  Wr52d  Stre 
1914 


The  work  of  the  PubHc  Education  Asso- 
ciation is  growing  every  day.  It  is  and  will  be 
carried  on  in  the  direction  already  indicated  by 


^1-  -  1-  • .  ^  <•  .  1 


To  the  Members 

Public   Education  Association 

Turn   to   page  32. 

There  read  the  story  of  the    P.   E.  A. 

A  splendid  record   of  work   accomplished,  isn't  it? 

Additional  results  equally  valuable  can  be  achieved,  if  you  help. 

We  need  more  members  and  more   funds. 

One    additional    member    secured    by    each    of    our    present 
members  will  double   our  influence  and  increase  our  resources. 

Can  we  not  depend  on  You   for  at   least  one  new  member? 

Copies   of    the       Primer"   will   be  sent  to   any  persons    who 
you  think  are,   or  ought   to   be,   interested  in  public  schools. 

Uo  it    now. 

Public  Education  Association 


I 


n 


The  work  of  the  PubUc  Education  Asso- 
ciation is  growing  every  day.  It  is  and  will  be 
carried  on  in  the  direction  already  indicated  by 
the  history  of  the  Association  and  in  accordance 
with  the  function  set  forth  in  its  charter. 

The  Association  has  four  classes  of  member- 
ship : 

$1.00  Special  for  teachers  and  social  workers ; 

3.00  Regular  membership ; 

5.00  Sustaining  membership; 
10.00  Contributing  membership. 

We  need  your  active  support  now.  Will 
you  not  fill  out  the  attached  slip  and  return 
with  your  check  to 

W.   K.   BRICE,  Treasurer 

60  Wall  St.,  New  York  City 


191 


I  enclose  herewith  check  for ,  for  dues 

as  a member  of  the  Public  Education  Association. 

Name 


Address^ 


Checks  should  be  made  payable  to  W.  K.  Brice,  Treasurer,  60  Wall  Street 


A 
PRIMER 

of 

PUBLIC  SCHOOL 


PROGRESS 


PUBLIC  EDUCATION  ASSOCIATION 

of  the 

CITY  of  NEW  YORK 

40  W.  32d  Street 

1914 


FOREWORD 

Citizenship  And  Public  Education 


HP 


HE  history  of  public  education  in  this  country  is 
■        a  perfect  example  of  what  may  be  done  under  a 
"■-       Democracy.     In  the  following  pages  is  set  down 
the  story  of  the  birth  and  subsequent  incorporation  into 
the  public-school  system  of  a  number  of  activities  con- 
nected with  the  public  schools. 

The  facts  show  clearly  that  every  step,  even  the  found- 
ing of  the  public-school  system  itself,  was  accomplished 
with  the  assistance  of  organized  effort  of  private  citizens. 

The  schools  must  progress  and  keep  pace  with  rapidly 
changing  social  and  economic  conditions.  The  right  and 
responsibility  of  attaining  this  progress  rest  largely  upon 
citizens.  This  does  not,  however,  belittle  the  work  of  spe- 
cialists in  education.  Even  though  the  following  pages 
lay  emphasis  upon  the  fact  that  citizen  effort  has  played  a 
large  part  in  achieving  progress,  they  also  show  that  in 
every  case  it  was  aided  and  strengthened  by  the  co-operative 
effort  of  school  authorities. 

Both  efforts  are  needed — the  citizen  and  the  educator, 
working  together. 

The  story  of  the  Public  Education  Association  of  New 
York  City  is  told  on  pages  3 1  to  37.  It  exists  for  the  purpose 
of  providing  means  whereby  organized  citizen  effort  may 
be  made  to  work  effectively  in  co-operation  with  the  school 
authorities  and  thus  accomplish  what  individual  citizens  or 
school  authorities  working  separately  or  alone  cannot  do. 

It  is  the  duty  of  every  citizen  of  New  York  City  to 
be  interested  in  public  school  problems. 

We  believe  that  the  most  effective  way  to  make  such 
interest  count  is  by  joining  the  Public  Education  Associa- 
tion. 

Public  Education  Association 
February,  1914 


PART    I 

HISTORY 

of 

PUBLIC  SCHOOLS 

and 

PUBLIC  SCHOOL  ACTIVITIES 

in  the 

UNITED   STATES 


WHAT  IS  A  "PUBLIC  SCHOOL"???:   ^ 
One  where  : 

1,  Teachers  are  licensed  and  hired  under  gov- 
ernment control^ 

2,  Schools  are  entirely  supported  by  the  State  — 
no  tuition  required  from  pupils^ 

3,  Schools  are  open  to  all  children  of  the  com- 
munity^ compulsoi'y  attendance  being  the  rule. 

Has  the  term  "Public  School"  always  had  this 

meaning? 

No, 

In  the  very  earliest  colonial  days,  schools  were  controlled  and  supported 
by  the  Church.  The  government  assumed  control  of  the  schools  by  the  fol- 
lowing steps: 

First:  Schools    were    authorized — permissive    legislation.      Provision 
was  made  for  licensing  teachers. 

Second :  The  government  assumed  part  and  finally  the  entire  burden  of 
supporting  schools. 

Third:  Attendance  of  all  pupils  was  made  compulsory. 

Schools  were  properly  called  "public"  as  soon  as  the  first  step  was 
taken.  When  the  second  step  was  accomplished  they  were  commonly  called 
"free  schools"  or  "free  public  schools."  Through  common  usage  the  word 
"free"  has  been  dropped  and  "public  schools"  has  come  to  mean  free  schools 
publicly  supported. 

The  movement  to  make  attendance  of  all  pupils  compulsory  is  of  more 
recent  date;  but,  nevertheless  has  become  a  common  accepted  practice  of 
"public  schools."  In  December,  1912,  there  were  laws  in  thirty-six  states 
making  attendance  compulsory  for  the  entire  state,  six  states  have  compulsory 
laws  for  certain  districts  only,  and  six  states  (all  southern)  have  no  com- 
pulsory school  laws. 

*  Unless  otherwise  stated,  all  facts  submitted  in  this  book  relate  to  developments  in  the  United  States  only. 


WHEN    WERE     PUBLIC    SCHOOLS 
first  established  ? 
About  1636^  in  Boston ;  about  1638^  in  New  Yo7'k, 

How  ? 

Through   the   concerted  actio?i   and  support   of 
public-spirited  citizens, 

"Boston,  in  1636,  or  at  least  the  richer  inhabitants,  gave  'toward  the 
maintenance  of  a  free  schoolmaster  for  the  youth  of  us'  an  amount  a  trifle 
over  forty  pounds.  Nowhere  is  there  any  information  which  would  lead 
one  to  believe  that  tuition  was  charged." 

Jackson,  George  L. ,  "School  Support  in  Colonial  Massachusetts,"  p.  86. 

"The  statement  is  frequently  made  that  Massachusetts,  by  the  law 
of  1647,  established  a  system  of  free  public  schools — the  first  in  the  world. 
The  colonists  did  establish  a  system  of  schools;  they  were  public  schools, 
and  many  of  them  were  free  schools ;  but,  paradoxical  as  it  may  seem,  there 
was  at  first  no  system  of  free  public  schools,  because  the  law  made  public 
support  permissive  rather  than  compulsor}'." 

Martin,  George  H.,  "The  Evolution  of  the  Massachusetts  Public  School  System,"  pp.  46,47. 

After  a  careful  study  of  all  available  valid  evidence  concerning  the 
date  of  the  first  school  in  New  Netherland,  Dr.  Kilpatrick  says,  "We 
seem  forced  to  make  the  following  conclusion: 

"1.     The  earliest  known  schoolmaster  in  New  Netherland  was  Adam 

Roelantsen. 
"2.     He  was  licensed  to  teach  August  4,  1637,  and  began  his  school 

in  Manhattan  probably  not  earlier  than  April   1,   1638." 

Kilpatrick,  Wm.  H.,  "The  Dutch  Schools  of  New  Netherland  and  Colonial  New  York,"  pp.  39-50. 

"In  1805,  the  Tree  School  Society'  was  established  in  New  York  City 
'for  the  education  of  such  poor  children  as  do  not  belong  or  are  not  pro- 
vided for  by  any  religious  society.'  But  in  1826  the  title  was  changed  to 
'Public  School  Society'  to  avoid  the  opprobrious  term  and  also  to  permit 
charging  tuition  for  pupils  'who  are  able  to  pay.'  But  this  charge  only 
accentuated  the  social  discrimination,  and  after  the  ver}'  existence  of  the 
society  was  threatened,  all  tuition  charges  were  abolished  and  the  schools 
again  became  free  in  1832,_  but  retained  the  term  'public'  in  preference  to 
'free.'  It  was  ten  years  more  before  the  city  itself  took  up  officially  the 
responsibility  for  schools  and  not  until  1853  that  the  schools  of  the  Public 
School  Societ}-  were  turned  over  to  the  city  school  board." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  II,  p.  6V9. 

5 


WHEN  WAS  COMPULSORY  ATTEND- 
ance  at  school  first  enforced  ? 
In  1852,  m  Massachusetts, 

How  ? 

Through  voluntary  movements  for  the  physical, 
moral  and  mtellectual  welfare  of  children,  in 
co-operation  with  educatio?ial  authorities. 

"Compulsory  education  in  the  United  States  occurred  first  in  Mass- 
achusetts. As  far  back  as  1642,  the  select  men  were  enjoined  to  compel 
parents  to  teach  their  children  themselves,  or  to  procure  that  teaching  for 
them.     ... 

"Not  until  the  approach  of  the  middle  of  the  Nineteenth  Century  did 
Massachusetts  realize  the  need  of  enforced  attendance.  ...  In  1842, 
a  child  labor  law  was  passed ;  in  1852,  the  first  law  on  compulsory  attendance 
appeared.  .  .  .  Like  much  subsequent  legislation  in  other  states,  these 
early  laws  set  good  standards,  but  were  irregularly  and  intermittently 
enforced.     .     .     . 

"The  following  list  shows  the  dates  at  which  the  several  states 
enacted  compulsory  attendance: —  Massachusetts,  1852;  District  of 
Columbia,  1864;  Vermont,  1867;  New  Hampshire,  Michigan,  Wash- 
ington, 1871;  Connecticut  and  New  Mexico,  1872;  Nevada,  1873;  New 
York,  Kansas,  California,  1874,  etc.     .     .     . 

"Compulsory  education  has  become  closely  identified  with  a  number 
of  other  phases  of  social  economy,  such  as  restriction  of  labor  for  young 
children,  industries  prohibited  on  account  of  danger  to  life  and  health,  or 
morals,  administration  of  relief,  and  the  education  of  defectives. 

"In  America,  the  recent  activity  in  legislation  relating  to  compulsory 
education  has  not  come  so  much  from  educators  as  from  the  leading 
voluntary  movements  for  the  physical,  moral  and  intellectual  welfare  of 
children." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  I,  pp.  285-295. 


WHEN  WAS  PERMANENT  REGISTRA- 
tion  of  school  children  first  provided  for  ? 
In  1908,  in  New  York  State, 

How  ? 

By  a  number  of  organisations  interested  in  the 
enforcement  of  the  compulsory  education  and  child 
labor  laws,  acting  in  co-operation  with  the  school 
officials. 

"The  first  requisite  in  the  enforcement  of  these  laws  (compulsory- 
attendance  and  child  labor  laws)  is  an  accurate  record  of  all  children  that 
can  be  used  at  all  times  for  purposes  of  identification.     .     .     . 

"During  the  last  two  years  the  State  of  New  York  has  made  an 
effort  to  solve  this  problem  by  establishing  in  each  city  of  the  first  class, — 
New  York,  Buffalo,  and  Rochester, — a  permanent  census  board  authorized 
to  maintain  by  frequent  enumerations,  a  continuous  registration  of  children 
between  4  and  18  years  of  age.  The  school  census  law  of  1908,  provided 
for  an  initial  census  in  all  cities  of  the  first  class  to  be  made  in  October 
1909,  and  amended  from  day  to  day  thereafter.  Each  permanent  census 
board  thus  established  consists  of  the  mayor,  the  city  superintendent  of 
schools,  and  the  police  commissioner,     .     . 

"The  enactment  of  this  law  was  the  culmination  of  a  movement 
carried  on  by  a  number  of  organizations  interested  in  securing  more  efKcient 
enforcement  of  the  compulsory  education  and  child  labor  laws.  It  was 
endorsed  by  both  state  and  city  educational  officials.     .     .     . 

"The  permanent  census  board  of  New  York  City  began  work  on 
January  1,  1910,  under  the  direction  of  its  present  secretary,  George  H. 
Chatfield." 

Nndd,  Howard  W.,  "Survey,"  February  17,  1912,  and  Bulletin  No.  2,  Public  Education  Association. 


WHEN  WAS  THE  FIRST  HIGH  SCHOOL 
established  ? 
In  1821^  in  Bosto?i, 

How  ? 

Through  the  efforts  and  support  of  public-spirited 
citizens. 

The  high  school  was  established  to  provide  at  public  expense  the 
training  that  was  being  given  by  the  academy — a  type  of  private  school  run 
for  gain. 

"The  first  high  school  in  the  United  States  was  established  in  Boston, 
in  May,  1821,  as  the  Boys'  Classical  School,  complementary  to  the  Boys' 
Latin  Grammar  School.  The  term  'High  School'  was  not  officially  applied 
until  1824,  and  was  not  employed  in  Massachusetts  until  1840.  Mean- 
while, in  1826,  a  high  school  for  girls  was  established  in  Boston.  This 
school  existed  only  two  years,  not  because  of  unpopularity',  but  the  reverse." 

"In  1827  the  first  state  high-school  law  was  passed  again  in  Massa- 
chusetts. This  required  such  a  school  in  every  town  of  over  500  families. 
However,  for  many  years  the  academy  still  continued  to  be  the  dominant 
secondary  school,  even  in  Massachusetts.     .     .     ." 

In  New  York,  the  interests  back  of  the  academy  retarded  the  develop- 
ment of  the  high  school.  Governor  Clinton,  1817-27,  advocated  the 
establishment  of  high  schools  in  every  community  under  the  monitorial  sys- 
tem, and  connected  with  the  professional  training  of  teachers,  but  few  of 
these  were  founded.  "The  'Union  Free  Schools'  Acts  of  1853  and  1864 
developed  many  high  schools  under  local  control  out  of  the  graded  free- 
school  system." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  Ill,  p.  263. 


WHEN    WAS    THE     FIRST    NORMAL 
school  established  ? 
In  1839 y  in  Massachusetts, 

How  ? 

Through  the  efforts  a7id  support  of  pub  lie- spirited 

citizens, 

"In  America,  the  first  Normal  Schools  were  founded  in  Massachusetts 
in  1839  and  1840,  at  Lexington,  Barre  and  Bridgewater.  They  were  the 
result,  in  particular,  of  the  combined  efforts  toward  securing  higher  quali- 
fications among  teachers  of  the  following  men :  Charles  Brooks,  who  visited 
Prussian  Normal  Schools  in  1834,  and  disseminated  the  ideas  he  had  gained 
during  the  following  two  years;  of  Henry  Barnard,  the  distinguished 
pioneer  in  educational  journalism  and  educational  progress;  of  Edmund 
Dwnght,  who  offered  the  Legislature  $10,000  on  condition  that  it  should 
appropriate  an  equal  amount  to  promote  the  preparation  of  teachers  for  the 
common  schools;  and  especially  of  Horace  Mann,  who  as  Secretary  of  the 
State  Board  of  Education  did  more  than  any  other  man  to  develop  the 
normal-school   idea  and   to  make  it  effective. 

New  laternational  Encyclopedia,  Vol.  XIU,  pp.  14S,  149. 


WHEN  WAS  THE  FIRST  KINDERGAR- 
ten  established  ? 
In  1855,  in  Watertown,  Wisconsin,  for  German- 
speaking  children.     The  first  for  English-speaking 
children  was  opened  in  Boston,  in  1860, 

How  ? 

Through  the  efforts  and  support  of  public-spirited 

citizens, 

"The  first  kindergarten  in  the  United  States  was  opened  in  Watertown, 
Wisconsin,  in  1855,  by  Mrs.  Carl  Schurz,  a  pupil  of  Froebel.  During  the 
next  fifteen  years  ten  or  more  German  kindergartens  were  organized  in 
the  German-speaking  communities. 

"The  first  kindergarten  for  English-speaking  children  was  opened  in 
Boston  in  1860,  by  Elizabth  P.  Peabody,  who  is  usually  considered  the 
apostle  of  kindergartens  in  the  United  States.  In  1868  Madam  Matilde 
Kriege  and  her  daughter  came  from  Germany  to  organize  kindergarten 
training  in  Boston,  and  in  1872  Miss  Marie  Boelte,  now  Madam  Kraus 
Boelte,  organized  kindergarten  training  classes  in  New  York  City.  The 
following  year,  her  pupil,  Miss  Susan  E.  Blow,  in  co-operation  with  W.  T. 
Harris,  opened  the  first  public-school  kindergarten  in  St.  Louis,  Mo.    .   .   . 

"The  first  kindergarten  in  Chicago  was  opened  in  1874  by  Mrs.  Alice 
H.  Putnam,  and  training  work  under  her  direction  was  inaugurated  soon 
after.  .  .  .  During  the  decade  from  1880  to  1890,  kindergarten  asso- 
ciations were  organized  in  all  of  the  important  cities  of  the  country  for  the 
promotion  of  the  kindergarten  cause.  Many  of  these  opened  kindergartens 
in  the  poorer  parts  of  their  respective  cities,  and  thus  proved  the  value  of 
the  kindergarten  to  the  educational  authorities.  In  consequence,  kinder- 
gartens were  accordingly  incorporated  into  the  school  system." 

Monroe,  Paul,  "  Encyclopedia  of  Education,"  Vol.  Ill,  p.  604. 


10 


WHEN  WERE  FREE  PUBLIC  EVENING 
schools  first  established  ? 

In  1834y  in  Louisville,  Kentucky;  authorized  by 
law  in  Ohio  in  1839. 

How  ? 

Through  the  efforts  and  support  of  public-spirited 
citizens, 

"The  free  public  evening  school  developed  directly  and  naturally  from 
the  evening  school  controlled  by  philanthropic  agencies  and  partly  supported 
by  public  funds.  The  schools  opened  in  1833  in  New  York  were  free,  and 
in  a  sense  public,  for  they  were  supported  in  part  from  public  funds.  In 
1847,  at  the  urgent  solicitation  of  the  Board  of  Education,  the  Legislature 
of  New  York  passed  a  law  empowering  the  Board  to  conduct  evening 
schools  for  males  and  authorizing  an  expenditure  of  $6000  per  annum  for 
this  purpose.  Acting  on  this  authority,  the  board  opened  six  schools  in 
November,  1847.  .  .  .  Evening  schools  were  also  authorized  in  Brook- 
lyn by  the  law  of  1850,  and  were  organized  in  Baltimore  in  1840  by  the 
Board  of  Education,  when  six  schools  were  opened  for  apprentices  and 
other  young  men.  .  .  .  Louisville,  Ky.,  was  one  of  the  first  to  experi- 
ment with  public  evening  schools.  .  .  .  Ohio  was  the  first  state  to 
pass  a  law  regarding  the  establishment  of  public  evening  schools.  ( Section 
XVI  of  the  Act  passed  by  the  Legislature  of  Ohio,  March  16,  1839.)  In 
accordance  with  this  Act  there  were  opened,  in  Cincinnati,  in  November, 
1840,  three  evening  schools.  ...  In  1855,  schools  for  girls  were  also 
opened.     .     .     . 

"By  an  Act  of  the  Legislature  of  Massachusetts  approved  March  29, 
1847,  permission  was  given  to  cities  and  towns  to  appropriate  money  for  the 
support  of  schools  for  the  instruction  of  adults  in  reading,  wanting,  English 
grammar,  arithmetic  and  geography." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  II,  pp.  223-224. 


11 


WHEN  WERE  PUBLIC  EVENING  HIGH 
schools  first  established  ? 
In  1856,  in  Cincinnati, 
How  ? 

Through  the  efforts  and  support  of  public-spirited 
citizens, 

"As  early  as  1828,  The  Ohio  Mechanics  Institute  conducted  lectures 
and  classes  in  botany,  chemistry,  mechanics,  geometry,  and  arithmetic.  Ap- 
prentices and  minors,  sons  of  members,  were  entitled  to  attend  these  classes 
on  payment  of  fifty  cents  per  annum.  .  .  .  In  1841,  and  possibly 
earlier,  the  trustees  of  Woodward  College  and  High  School,  then  a  private 
endowed  institution,  conducted  evening  classes  in  the  college  rooms.  .  .  . 
This  college  or  academy  was,  in  1851,  merged  into  the  public-school  system 
as  the  Woodward  High  School.  The  first  evening  high  school  in  the  coun- 
try, conducted  by  the  public-school  authorities,  was  opened  October,  1856, 
in  Cincinnati,  and  was  undoubtedly  the  direct  outgrowth  of  the  tv\'o  schools 
previously  mentioned. 

"The  first  public  high  school  of  any  kind  to  be  established  in  New 
York  City  was  the  evening  high  school,  which  was  opened  in  1866.  This 
school  was  successful  from  its  opening,  and  has  had  a  continuous  exist- 
ence. .  .  .  No  other  evening  high  school  was  opened  in  New  York 
City  until  1887.  An  evening  high  school  was  first  opened  in  Chicago  in 
1868,  the  same  year  the  O'Fallon  Polytechnic  Institute  was  established 
in  St.  Louis.  .  .  .  The  Artisans'  Night  School  was  opened  in  Phila- 
delphia in  1869.  .  .  .  Boston  established  an  evening  high  school  in 
1870.    There  were,  then,  in  1870,  at  least  five  public  evening  high  schools." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  II,  p.  526. 


12 


WHEN  WERE  TRADE  SCHOOLS  FIRST 
established  ? 
Probably  in  1881. 

How  ? 

By  private  endowment. 

"In  1881,  the  New  York  Trade  School  was  founded  by  Richard  T. 
Auchmuty.  The  founder  was  an  architect  by  profession,  and  felt  very 
keenly  the  small  part  played  by  American  trained  mechanics  in  the  various 
building  trades.  Convinced  that  the  apprenticeship  system  in  the  building 
trades  was  no  longer  effective,  and  that  modern  conditions  gave  no  hope 
of  its  revival,  he  turned  to  the  plan  of  a  trade  school  as  the  only  solution 
of  the  problem.     .     .     ." 

"The  development  of  schools  which  aim  to  take  the  place  of  appren- 
ticeship in  whole  or  In  part  after  this  point  of  view  was  very  gradual  in 
the  first  tv\-enty  years  after  the  New  York  Trade  School  was  founded,  only 
two  important  institutions  were  added,  viz,  the  Williamson  Free  School 
of  Mechanical  Trades,  near  Philadelphia,  and  the  Baron  de  Hirsch  Trade 
School  of  New  York." 

Monroe,  Paul,  Encyclopedia  of  Education,  Vol.  IM,  p.  430. 

In  1902,  a  group  of  private  citizens  established  the  Manhattan  Trade 
School  for  Girls  in  a  large  private  house  on  Fourteenth  Street.  In  1906, 
the  school  was  moved  into  a  business  house  on  Twenty-third  Street,  with 
sufficient  room  to  accommodate  about  three  hundred  girls.  The  purpose 
of  the  school  was  to  demonstrate  the  need  and  possibilities  of  a  short  term 
trade  school  for  girls  and  prove  its  practicability.  Their  efforts  were  re- 
warded In  1910,  when  the  Board  of  Education  assumed  control  of  the 
school.  The  attendance  at  this  school  has  nearly  doubled  during  the  past 
two  years.  The  school  Is  constantly  crowded  and  keeps  a  long  waiting  list 
of  applicants  for  admission. 

Woolman,  Mary  Schenck,  "The  .Making  of  a  Girls'  Trade  School."     Teachers'  College  Record,  Vol.  VUl, 
No.  4,  p.  275. 

In  1909,  a  vocational  school  for  boys  was  established  by  the  Board 

of  Education  of  New  York  City. 

13 


w 


HEN    WERE   VACATION   SCHOOLS 

first  established  ? 


Probably  in  1866^  in  Boston^  but  did  not  become 
common  until  after  1898, 

How  ? 

By  philanthropic  societies^  in  caring  for  the  chil- 
dren of  the  poor.     The  same  societies  brought  pres- 
sure to  bear  which  resulted  in  the  incorporation  of 
vacation  schools  into  the  system, 

"The  vacation  school  owes  its  origin  to  the  work  of  philanthropic 
societies  in  caring  for  the  children  of  the  poor  of  the  larger  cities  during 
the  extreme  heat  of  the  summer.  While  there  are  sporadic  instances  of  such 
schools  kept  by  these  societies  as  early  as  1866,  when  the  First  Old  Church 
of  Boston  conducted  one,  and  there  are  even  some  instances  of  school  boards, 
providing  for  such  work,  as  in  Newark,  N.  J.,  in  the  same  j'ear,  the  move- 
ment has  become  of  importance  only  since  1898,  when  the  Board  of  Edu- 
cation of  the  City  of  New  York  took  over  the  schools  primarily  founded 
by  the  Society  for  the  Improvement  of  the  Condition  of  the  Poor.  During 
the  summer  of  1903  that  city  provided  fifty-eight  such  schools,  employing 
1500  teachers,  at  a  total  expense  of  more  than  $100,000.  At  the  present 
time  all  the  large  cities  of  the  country  and  many  of  the  small  ones  to  the 
extent  of  some  200  in  all,  support  such  schools.  The  work  of  the  vacation 
school  is  of  much  more  practical  nature  than  that  of  the  ordinary  session 
and  is  devoted  more  to  constructive  work  by  the  child." 

"New  iQteraational  Encyclopedia,"  Vol.  XVU,  p.  191. 


14 


WHEN  WERE   PLAYGROUNDS  FIRST 
started? 
Probably  in  1886,  in  Boston, 

How? 

The  Children  s  Mission  in  Boston  made  deliber- 
ate provision  for  playgrounds  for  its  children  by 
placing  ''^  three  piles  of  yellow  sand^^  in  its  yards. 
Philanthropic  organizations  have  spread  the  move- 
ment to  most  large  cities  in  the  United  States, 

The  following  year  (1887)  the  Children's  Mission  Society  "estab- 
lished eleven  sand  piles — one  being  in  a  school  yard — and  special  matrons 
to  look  after  children  enjoying  them  were  employed  for  the  first  time. 
With  the  growth  in  the  number  of  playgrounds  they  also  became  larger, 
new  games  appeared  and  teachers  trained  in  the  kindergarten  methods  were 
put  in  charge  of  them.  In  1893,  two  summer  playgrounds  were  started 
by  philanthropic  people  in  Philadelphia.  The  Children's  Kindergarten  As- 
sociation started  sand  gardens  in  Providence,  R.  I.,  in  1894.  About  the 
same  time  several  private  playgrounds  were  started  in  New  York  City,  but 
the  movement  did  not  really  get  under  way  until  1898,  when  the  Board 
of  Education,  on  taking  over  the  vacation  schools  of  the  Association  for  the 
Improvement  of  the  Condition  of  the  Poor,  established  twenty  school  play- 
grounds or  sand  gardens.  The  first  summer  playground  in  Chicago  was 
started  in  1897  through  the  efforts  of  the  Associated  Charities."  The 
Playgrounds  and  Recreation  Association  of  America  has  been  very  effective 
in  extending  the  work. 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  IV,  p.  728. 


15 


w 


HEN     WERE     SCHOOL     GARDENS 

first  established  ? 

Amo?ig  the  firsts  at  leasts  was  the  Wild  Flower 
Garden  at  Roxbury^  Massachusetts^  i7i  1891, 

How  ? 

Firsts  by  private  citizens^  later  by  organizations, 

"Among  the  pioneer  gardens  which  attracted  general  attention  were 
the  Wild  Flower  Garden  at  Roxbury,  Mass.,  in  1891 ;  the  Gardens  of  the 
National  Cash  Register  Company,  at  Dayton,  Ohio,  1897;  at  the  Hyannis 
(Mass.)  Normal  School,  1897;  The  Home  Gardens  of  Cleveland,  Ohio, 
1900;  The  Hartford,  Conn.,  School  of  Horticulture,  1900;  at  Hampton 
Institute  (Va.)  ;  and  the  Children's  School  formed  in  New  York  City, 
1902.  Most  cities  have  school  gardens,  but  they  are  usually  fostered  by 
individuals  or  organizations  independently  of  official  connection  with  the 
schools.  As  examples  of  such  outside  encouragement  of  gardens,  the  fol- 
lowing have  been  prominent:  Home  Gardening  Association  of  Cleveland, 
Massachusetts  Horticultural  Society,  Twentieth  Century  Club  of  Boston, 
Women's  Institute  of  Yonkers,  Massachusetts  Civic  League,  Missouri 
Botanical  Garden,  National  Cash  Register  Company,  Vacant  Lot  Culti- 
vation Association,  United  States  Department  of  Agriculture,  numerous 
local  agricultural  societies,  and  the  Park  Department  of  New  York  City." 

Montoe,  Paul,  "Encyclopedia  of  Education,"  Vol.  Ill,  p.  11. 


16 


WHEN  WAS   MUSIC   FIRST   MADE   A 
subject  of  instruction  in  public  schools  ? 
Probably  in  1837^  in  Boston, 

How  ? 

Through  the  efforts  a7id  support  of  public-spirited 
citizens. 

The  Boston  Academy  of  Music,  organized  in  1883,  adopted  as  one 
of  its  nine  enumerated  objects  the  introduction  of  vocal  music  into  the 
public  schools. 

"In  1836,  the  Academy  of  Music  succeeded  in  getting  the  Select 
School  Committee  of  Boston  to  adopt  a  memorial  in  favor  of  music.  A 
year  later,  the  Board  adopted  a  resolution  'permitting  the  Boston  Academy 
of  Music  to  experiment  in  the  teaching  of  music  in  four  schools.' 

"At  the  failure  of  the  city  council  to  furnish  the  necessary  funds  for 
the  carrj'ing  out  of  these  resolutions,  Mr.  Lowell  Mason  volunteered  his 
services  for  the  teaching  of  music  in  one  school  as  an  experiment  to  prove 
their  point.  This  resulted  the  following  year  in  the  employment  of  Mr. 
Mason  regularly  as  Superintendent  of  Music  in  the  Boston  schools.  Al- 
though this  first  attempt  did  not  prove  permanently  successful,  it  was  a 
necessary  step  for  the  ultimate  permanent  adoption  of  music." 

In  reviewing  the  introduction  of  music  in  various  places,  we  find 
that  nearly  always  it  was  effected  through  the  following  steps: 

1.  Public  interest  in  music,  organization  of  music  societies  and  sing- 

ing schools. 

2.  Organization  for  the  express  purpose  of  introducing  music  into 

the  public  schools. 

3.  School  authorities  permitting  the  experiment  at  private  expense. 

4.  Incorporation  of  music  in  regular  curriculum  and  public  support 

of  teachers  of  music. 

Jessup,  Walter  A.,  "Social  Factors  Affecting  Special  Supervision." 


17 


WHEN  WAS  DRAWING  FIRST  MADE 
a  subject  of  instruction  in  public  schools  ? 
In  1860 y   in  Massachusetts, 

How  ? 

Through  the  efforts  and  support  of  pub  lie- spirited 
citizens. 

The  value  of  drawing  was  first  pointed  out  by  Drs.  Barnard  and 
Horace  Mann,  who  emphasized  its  commercial  value  as  an  aid  to  the 
artisan.  "The  reaction  in  England  following  the  London  Exhibit  of  1851, 
in  which  drawing  and  design  received  much  attention,  served  to  increase 
interest  in  this  country  in  the  economical  aspect  of  the  work."  This  new 
emphasis  on  drawing  by  the  English  resulted  in  a  conspicuous  showing  of 
their  exhibits  at  the  French  Exhibition  of  1867,  and  so  enthused  certain 
American  manufacturing  interests  that  advanced  steps  were  immediately 
obtained  for  the  introduction  in  this  country. 

"Again  we  find  the  Philadelphia  Exposition  directing  popular  atten- 
tion to  the  value  of  drawing  in  such  a  way  that  it  was  soon  introduced 
in  the  schools  all  over  the  country. 

"In  Massachusetts  we  find  the  interest  growing  till  1860.  The  legis- 
lature, largely  influenced  through  the  manufacturing  interest,  made  draw- 
ing a  permissive  study.  'Placing  drawing  on  the  permissive  list  had  little 
real  effect  in  the  earlier  case  of  Boston  or  in  the  state  at  large.  Ignorance 
of  teachers  on  the  subject  prevented  its  wide  introduction.  However, 
ignorance  was  equaled  only  by  indifference,  and  the  general  fear  that  chil- 
dren might  waste  their  time  and  get  only  pleasure  from  practice  in  drawing. 

"Again,  in  1869,  we  find  the  manufacturing  interests  presenting  a 
petition  to  the  legislature,  requesting  them  to  direct  the  Board  of  Educa- 
tion to  report  definite  detailed  plans  for  the  introduction  of  drawing  in  the 
public  schools.  Finally  the  Act  of  1879  made  drawing  a  required  subject 
in  all  towns  of  over  10,000  inhabitants  and  permissive  in  all  smaller  com- 
munities. It  is  interesting  to  note  that  drawing  was  described  as  'indus- 
trial or  mechanical  drawing.'  " 

Jessup,  Walter  A.,  "Social  Factors  Affecting  Special  Supervision." 

18 


WHEN     WAS     MANUAL     TRAINING 
first   made   a  subject   of   instruction    in 
public  schools  ? 

Between  the  years  1867  and  1890  it  fhst  7'eached 
the  elementary  school.  In  1884^  public  manual 
training  schools  we7~e  established  in  Baltimore. 

How  ? 

Through  the  effoi'ts  and  support  of  public-spirited 
citizens. 


"In  the  United  States,  manual  training  came  into  being  partly  as  the 
expression  of  a  new  educational  philosophy  and  partly  from  dissatisfaction 
on  the  part  of  the  public  with  the  results  of  the  purely  bookish  curriculum 
of  the  schools.  The  first  appearance  of  constructive  work  for  clearly  defi- 
nite cultural  purposes  appears  to  have  been  in  connection  with  the  classes 
of  the  workingmen's  school  founded  in  1878  by  the  Ethical  Culture  Society 
of  New  York.     .     .     . 

"In  1880,  through  the  efforts  of  Dr.  Calvin  A.  Woodward,  the  St. 
Louis  Manual  Training  School  was  opened  in  connection  with  the  Wash- 
ington University.  ...  In  Chicago,  Toledo,  Cleveland  and  Cin- 
cinnati, privately  supported  schools  were  organized  from  1884  to  1886,  and 
public  manual  training  schools  were  established  in  Baltimore  in  1884, 
Philadelphia,  1885,  and  Omaha  in  1886. 

"The  first  provision  for  girls'  work  in  these  schools  wzs,  in  the  case  of 
the  Toledo  Manual  Training  School,  and  included  sewing,  dressmaking, 
millinerj'^  and  cooking.  The  shop-work  instruction  given  in  these  institu- 
tions comprised  joiner>',  turning,  pattern-making,  forging  and  sometimes 
found r}'  practice  and  tinsmithing.  ...  It  was  not  until  between  the 
years  1887  and  1890  that  manual  training  reached  the  public  elementary 
school. 

"Experimental  classes  in  carpentn,',  the  expense  of  which  was  borne 
by  Mrs.  Quincy  A.  Shaw,  were  conducted  at  the  Dwight  School  in  Boston, 
in  1882.  Others  were  begun  under  the  care  of  the  city  and  transferred 
to  the  temporary  quarters  in  the  English  High  School  Building,  in  1884, 
but  the  work  was  not  given  a  place  in  the  course  of  study  until  1888.  .  .  . 

"In  1888  the  city  of  New  York  began  the  introduction  in  the  public 
schools  of  a  manual-training  course  of  study  including  drawing,  sewing, 
cooking  and  woodwork." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  IV,  p.  125. 

19 


WHEN    WAS    MANUAL    TRAINING 
first  introduced  into  the  schools  of  New 
York  City? 
In  1888, 

How? 

Through  the  efforts  and  support  of  public-spirited 
citizens. 


"In  1876,  Miss  Emily  Huntington,  a  teacher  in  the  Wilson  Industrial 
School  for  Girls,  started  the  movement  known  as  the  kitchen  garden  move- 
ment, which  was  reorganized  in  1884  as  the  Industrial  Education  Associa- 
tion of  New  York.    The  purposes  of  the  kitchen  garden  movement  were: 

"1st:    To  obtain  and  disseminate  information  for  industrial  education, 

and  to  stimulate  public  opinion  in  its  favor. 
"2nd:  To  invite  co-operation  between  existing  organizations  engaged 

in  any  form  of  industrial  training. 
"3rd :  To  train  women  and  girls  in  domestic  economy  and  to  promote 

the  training  of  both  sexes  in  such  industries  as  shall  enable 

those  trained  to  become  self-supporting. 
"4th :  To  study  methods  and  sj-stems  of  industrial  training  and  secure 

their  introduction  in  the  schools.     Also  when  expedient,  to 

form  special  classes  and  schools  for  such  instruction. 
"5th :  To  provide  instructors  for  schools  and  classes,  and  if  necessary, 

to  train  teachers  for  the  work." 

This  ambitious  and  comprehensive  program  produced  phenomenal  re- 
sults through  utilizing  all  recognized  channels  in  extending  its  prestige, 
such  as  the  press,  the  distinguished  list  of  members  and  scholarly  arguments. 
In  order  to  create  immediate  pressure,  a  petition  was  presented  to  the  Board 
of  Education  requesting  permission  to  use  one  school  afternoon  each  week 
for  classes  after  school  hours,  in  sewing,  domestic  economy,  designing,  mod- 
elling, simple  carpentry,  and  the  use  of  tools.  The  Association  assumed 
entire  care  and  financial  support  and  the  classes  were  open  at  all  times  for 
teachers  and  members  of  the  Board  of  Education. 

The  result  was  that  in  1887  the  Committee  on  the  Course  of  Study 
recommended  that  "manual  training  should  be  introduced  into  the  primary 
and  grammar  school."  This  was  a  little  more  than  two  years  after  the 
organization  of  the  Industrial  Association,  and  affords  one  of  the  most 
striking  instances  of  the  effective  registration  of  outside  opinion  upon  the 
curriculum  of  the  school " 

Jessup,  Walter  A.,  "Social  Factors  Affecting  Special  Supen-ision." 

20 


WHEN    WERE    HOUSEHOLD    ARTS— 
cooking  and  sewing — first  made  subjects 
of  instruction  in  public  schools  ? 
About  187 6 y  in  Massachusetts, 

How  ? 

Through  the  efforts  and  support  of  Public-spirited 
citize?is. 

In  1821,  we  find  the  school  committee  of  Boston  recognizing  sew- 
ing and  knitting,  in  recommending  that  instructors  employ  girls  in  it  occa- 
sionally "so  far  as  the  same  shall  not  interfere  with  their  progress  and  learn- 
ing." As  early  as  1835  we  find  the  ladies  of  the  Seamen's  Aid  Society 
petitioning  the  School  Board  for  the  introduction  of  needlework  in  the 
schools. 

"In  1854  the  petition  signed  by  3447  women  of  Boston,  was  pre- 
sented to  the  School  Committee,  requesting  instruction  in  sew^ing  for  all 
grammar-school  girls.  This  philanthropic  spirit  manifested  itself  also  in 
private  initiative  and  private  support  of  such  instruction  in  many 
schools. 

"In  1876  the  legislature  of  Massachusetts  authorized  the  teaching 
of  sewing  in  any  city  or  town  where  the  local  committee  deemed  it  expe- 
dient." 

Sewing  profited  by  much  of  the  enthusiasm  for  manual  training,  in 
being  considered  as  manual  training  adapted  to  girls.  On  the  other  hand, 
the  kitchen  garden  movement,  formerly  referred  to  as  the  "progenitor  of 
the  New  York  Industrial  Education  Association"  was  started  with  its 
primary  object  the  advancement  of  the  teaching  of  household  arts,  but 
was  reorganized  upon  a  broader  plan  in  1884,  as  the  New  York  Indus- 
trial Education  Association,  which  included  among  its  objects  the  advance- 
ment of  manual  training.  Largely  through  the  efforts  of  this  organization, 
both  cooking  and  sewing  were  introduced  as  regular  subjects  in  the  New 
York  City  public  schools  in   1888. 

In  Philadelphia,  Superintendent  McAlister  in  his  report  for  1888 
gives  full  credit  for  the  introduction  of  cookerj'  to  the  Public  Education 
Association  of  that  city. 

Jessnp,  Walter  A.,  "  Social  Factors  Affecting  Special  Supervision." 

21 


WHEN    WAS     PHYSICAL    TRAINING 
first  introduced  into  the  public  schools  ? 
About  1888,  in  Boston, 

How  ? 

Through  the  efforts  and  support  of  a  private 
citize?i^  Mrs.  Hemenway, 

Four  types  of  physical  training  had  been  prominent  among  the  move- 
ments for  physical  education:  Military  training,  productive  labor  as  part 
of  the  student's  work  commonly  known  as  the  Fellenberg  movement,  the 
formal  gymnastics  introduced  from  Germany,  and  play.  But  before  any 
wide  introduction  of  any  of  the  types  of  physical  training,  it  was  necessary 
for  citizens  to  interest  themselves  in  the  movement  and  bring  pressure  to 
bear  upon  the  school  authorities. 

"In  Boston,  Mrs.  Hemenway,  in  1888,  provided  for  a  course  for 
twenty-five  of  the  teachers  in  the  Boston  schools.  This  proved  so  satis- 
factory that  the  following  year  she  broadened  the  scope  of  her  experiment 
and  entered  into  an  agreement  with  the  School  Board,  whereby  she  was 
to  provide  instruction  for  one  hundred  of  the  city  teachers  without  any 
expense  to  the  city,  on  condition  that  these  teachers  be  allowed  the  time 
to  present  the  work  in  turn  in  the  schools.  In  the  year  following,  the  work 
was  made  a  part  of  the  regular  school  curriculum,  and  a  Director  of  Phys- 
ical Training  employed.  In  the  meantime,  Mrs.  Hemenway  had  provided, 
at  her  own  expense,  a  teacher  of  this  system  of  gymnastics  for  the  Normal 
School."  In  1891,  members  of  the  four  Gymnasiums  of  Cincinnati  peti- 
tioned the  school  authorities  to  allow  them  to  furnish  teachers  for  the  in- 
troduction of  physical  education  in  the  schools. 

A  survey  of  the  evidence  at  hand  leads  to  the  conclusion  that,  as  in 
the  case  of  the  other  subjects  considered,  "physical  education  came  into  the 
schools  as  a  result  of  outside  agitation  and  organization.  This  outside 
demand,  which  was  for  a  proper  recognition  of  the  physical  needs  of  the 
child  for  the  sake  of  health,  was  refracted  by  the  school,  so  that  the  training 
of  the  will  came  to  receive  the  chief  emphasis  in  the  minds  of  many  of  the 
leaders.  It  is  interesting  to  note  in  this  connection  the  present  agitation  for 
school  hygiene  and  free  play." 

Jessnp,  Walter  A.,  "Social  Factors  Affecting  Special  Supervision." 

22 


WHEN  WAS   MEDICAL    INSPECTION 
of  school  children  first  established  ? 
In  1894y  in  Boston, 

How  ? 

Through  the  efforts  of  medical  societies^  physicians 
a7id  interested  citize?is. 

As  a  result  of  a  series  of  epidemics  among  school  children,  Boston 
established  a  regular  system  of  medical  inspection  in  1894.  *'New  York 
City  followed  in  1897,  when  134  physicians  wxre  appointed.  Chicago  and 
Philadelphia  began  work  in  1895  and  1898  respectively.  In  all  of  these 
institutions  medical  inspection  had  in  its  inception  the  sole  object  of  re- 
ducing the  number  of  cases  of  contagious  diseases  among  the  pupils. 

"From  the  greater  cities,  the  movement  rapidly  spread  to  the  smaller 
ones,  the  first  step  in  most  cases  being  taken  by  a  local  medical  society  offer- 
ing to  carry  on  volunteer  work  for  a  limited  time  to  demonstrate  its  desira- 
bility. During  the  year  1910-11  an  extensive  study,  undertaken  by  the 
Russell  Sage  Foundation  and  covering  1038  cities,  including  nearly  ninety 
per  cent,  of  the  municipalities  having  regularly  organized  systems  of  public 
schools  under  superintendents,  showed  that  in  443  cities  there  were  systems 
of  medical  inspection  in  force;  in  other  words,  regularly  organized  sys- 
tems of  medical  inspection  constituted  an  integral  feature  of  the  school 
systems  in  forty-three  per  cent,  of  the  cities  of  the  United  States." 

Monroe,  Paul,  "Encyclopedia  ol  Education,"  Vol.  1\',  p.  1S4. 


23 


w 


HEN  WERE  SCHOOL  NURSES  FIRST 
regularly  employed  in  public  schools  ? 
In  Decern bef'y  1902,  in  New  Yo7~k  City, 


How? 

As  a  natural  result  of  medical  inspection,  philan- 
thropic and  medical  societies  often  starting  and 
supporting  the  work  until  the  school  authorities 
regulai'ly  employed  them. 

"The  school  nurse  is  now  considered  to  be  one  of  the  necessarj' 
adjuncts  of  the  better  developed  system  of  medical  inspection.  The  total 
number  employed  in  American  cities  at  the  beginning  of  the  year  1911  is 
415,  of  which  375,  or  ninet)^  per  cent.,  are  in  the  North  Atlantic  and  North 
Central  States." 

.  .  .  ''Since  1902  experience  has  proved,  especially  in  the  largest 
cities,  that  the  employment  of  competent  school  nurses  is  almost  a  neces- 
sity. The  nurses  are  especially  valuable  in  reducing  the  number  of  exclu- 
sion cases  of  children  from  school  on  account  of  minor  illnesses.  Many  of 
these,  when  properly  treated  by  the  nurse  in  school,  do  not  prevent  the 
regular  attendance  of  the  child.  The  trained  nurse  greatly  enhances  the 
success  of  the  w^ork  of  the  school  physician  in  improving  the  health  of 
school  children.  She  aids  the  school  teacher  in  detecting  the  first  signs 
of  approaching  illness.  She  sees  to  it  that  all  excluded  cases  are  placed 
under  treatment  as  soon  as  may  be,  so  that  there  is  the  least  possible  loss 
of  time  and  interference  with  education.  She  treats  those  cases,  which,  for 
various  reasons,  receive  no  attention  at  their  homes.  She  assists  the  school 
physician  in  the  clerical  work  of  recording  the  results  of  the  physical  exam- 
inations which  he  conducts." 

Monroe,  Paul,  "  Encyclopedia  of  Edncation,"  Vol.  IV,  p.  186. 


24 


WHEN    WERE    BLIND    CHILDREN 
first    given   special    educational    oppor- 
tunities ? 

About  1830  —  Over  fifty  years  after  the  first 
school  i?i  Europe, 

How? 

Through  the  pioneer  work  of  '^  Dr,  Howe  in 
Boston^  Ackerly  and  Russ  in  New  York,  Frielander 
in  Philadelphia,'''  and  the  co-operation  of  various 
charity  o?'ga?tizations. 

"The  deeper  humanitarianism  and  more  scientific  spirit  of  modern 
times  has  replaced  the  idea  of  forlorn  endurance  with  the  nobler  idea  of 
alleviation  and  cure.  In  1771,  at  a  fair  in  Paris,  an  innkeeper  exhibited 
for  the  edification  of  the  public  a  group  of  blind  men  attired  in  ridiculous 
garb,  including  pasteboard  spectacles.  .  .  .  One  of  the  spectators  was 
Valetin  Hauy,  the  Moses  of  the  blind.  He  cast  about  for  some  means 
to  make  the  lot  of  the  blind  less  miserable,  to  teach  them  self-respect  and 
usefulness.  He  bribed  a  bright-faced  blind  boy,  Lesueeur,  to  cease  begging 
and  to  submit  to  instruction.  His  success  led  to  the  founding  in  1784  of 
L'Institution  Nationale  des  Jeunes  Aveugles,  the  first  school  for  the  blind 
in  the  world."  .  .  .  To-day  there  are  forty-two  schools  for  the  blind 
in  America,  approximately  one  for  each  state. 

.  .  .  "Some  states,  such  as  New  Jersey,  Vermont  and  New  Hamp- 
shire, have  none,  but  make  provision  to  send  blind  pupils  to  neighboring 
states.  Most  of  the  institutions  in  America  are  supported  wholly  by  the 
state,  though  several,  notably  the  Perkins  Institute  at  Boston,  Pennsyl- 
vania Institution,  near  Philadelphia,  and  the  institution  in  New  York  City, 
are  supported  also  by  endowments." 

Monroe,  Paul,  "Encyclopedia  of  Education,"  Vol.  I,  p.  396. 

In  1909  classes  for  blind  children  were  first  opened  in  the  public 
schools  of  New  York  City.  There  are  now  (1913)  twelve  such  classes. 
In  1913  there  was  begun  a  new  departure  in  the  public  schools  in  the  estab- 
lishment of  two  classes  for  pupils  with  contagious  eye  diseases. 

25 


WHEN  WERE  CRIPPLED  CHILDREN 
first  given  special  educational   opportu- 
nities ? 
In  1861. 

How  ? 

By  the  efforts  of  Dr.  Knight  and  his  daughter  in 
their  home  on  Sixth  Street  in  New  York  City. 

"Out  of  this  small  combination  of  school  and  hospital  (home  of  Dr. 
Knight)  there  grew  two  years  later  a  new  hospital  for  the  Ruptured  and 
Crippled  on  Forty-second  Street.  This  was  the  first  institution  in  America 
to  employ  teachers  of  crippled  children.  The  Visiting  Guild  for  Crippled 
Children  of  the  Ethical  Culture  School  was  started  in  1892,  and  it  was 
through  their  efforts  that  many  children  returned  from  hospitals  were 
sought  out  and  education  brought  to  them.  Following  closely  upon  the  work 
of  the  Guild,  was  the  Children's  Aid  Society.  This  society  was  the  first 
to  open  schools.  Special  committees  were  formed  to  look  after  the  pro- 
viding of  extra  nourishment  and  special  orthopedic  apparatus.  Provision 
was  made  for  professional  oversight  and  attendants  to  carry  children  up 
and  down  stairs.  The  Aid  Society  in  one  year  cared  for  over  400  disabled 
children  in  some  four  of  their  schools.  In  1898  Rev.  Dr.  J.  Winthrop 
Hegeman  founded  'The  Guild  for  the  Crippled  Children  of  the  Poor.' 
The  work  grew  in  importance  until,  in  January,  1903,  the  managers  of 
the  Guild  and  its  many  auxiliaries  brought  about  a  co-operative  confer- 
ence."    There   are  now  numerous   organizations   doing  notable  work   of 

this  kind. 

In  1906,  "the  Board  of  Education  joined  forces  with  two  private 
guilds.  The  school  equipment  and  teachers  were  supplied  by  the  Board 
of  Education ;  the  building,  transportation,  nourishment  and  general  physi- 
cal care  were  looked  after  by  the  guilds.  This  attempt  proved  successful, 
and  a  farther  advance  was  made  a  year  later,  in  1907,  when  classes  for 
crippled  children  were  added  to  the  regular  public  schools  whenever  rooms 
were  available.  At  present  there  are  twenty-three  classes  for  crippled  chil- 
dren in  the  public-school  system  of  the  city  of  New  York."  Provision  was 
made  for  crippled  children  in  the  Chicago  public  schools  in  1899,  and  in 
the  schools  of  Philadelphia  in  1903.     (Widener  Memorial  School.) 

Monroe,  Paul,  "  Encyclopedia  of  Bdocation,"  Vol.  II,  pp.  232-2S5. 

26 


WHEN  WERE  ANEMIC  AND  TUBER- 
cular  children  first  given  special  attention 
in  open-air  classes  ? 

Probably  in  1908^  in  Providence^  Rhode  Island, 

How  ? 

By  groups  of  physicians^  tuberculosis  societies^ 
women  s  clubs ^  and  superintendents^  usually  two  or 
more  of  them  working  together. 

In  1904,  New  York  City  "loaned  the  services  of  one  of  its  public- 
school  teachers  and  supplied  the  school  material  for  the  children  of  an  out- 
door hospital  for  tuberculous  children.  The  first  American  open-air  class, 
as  that  term  is  now  understood,  was  opened  in  January,  1908,  in  the  city 
of  Providence,  R.  I.  .  .  ."  In  a  room  entirely  open  on  one  side  "the 
Providence  authorities  began  in  the  dead  of  winter  to  teach  a  class  of  chil- 
dren variously  termed  anasmic  and  tuberculous.  The  children  wore  out- 
door wraps,  sat  in  warm  sitting-out  bags,  and  on  cold  days  had  warm  soap 
stones  at  their  feet.  They  were  well  fed,  and  their  school  studies  were 
reduced  in  quantity.  They  immediately  began  to  improve  both  physically 
and  mentally,  and  made  marked  advance  in  their  school  work.  Six  months 
after  Providence  began  work,  an  open-air  school  for  tuberculous  children 
was  started  in  one  of  the  parks  of  Boston,  Mass.  There  were  forty-one 
children  in  the  school,  and  after  the  first  summer's  work,  it  was  found  that 
there  were  twenty-three  cases  where  the  disease  had  either  been  arrested 
or  entirely  cured.  Five  months  later,  in  December,  1908,  a  new  school 
was  opened  in  New  York  City  on  an  abandoned  ferryboat.  Chicago  be- 
gan work  in  the  summer  of  1909  in  a  camp  in  one  of  the  school  yards  and 
later  continued  the  work  on  the  roof  of  a  building  in  the  heart  of  the  city." 

Monroe,  Paul,  "  Encyclopedia  of  Education,"  Vol.  IV,  p   548. 


27 


WHEN  WERE  MENTALLY  DEFECTIVE 
children  first  given  special  attention  in 
the  public  schools  of  New  York  City  ? 
In  1900. 

How  ? 

Through  the  efforts  of  outside  agencies, 

"Twelve  years  ago  the  suggestion  was  made  that  a  class  should  be 
formed  in  old  Public  School  No.  1,  under  the  Brooklyn  Bridge,  for  chil- 
dren who,  for  one  reason  or  another,  were  misfits  in  the  regular  grades.  The 
class  was  formed  and  Miss  Elizabeth  Farrell  was  placed  in  charge.  .  .  . 
At  the  present  time  there  are  144  classes  caring  for  about  2300  children, 
with  a  constant  increase  in  the  number  of  applicants  from  the  grades.    .    .    . 

"In  March,  1912,  the  State  Charities  Aid  Association,  through  its 
special  Committee  on  Provision  for  the  Feeble-minded,  presented  to  the 
Committee  on  Elementary  Schools  of  the  Board  of  Education  the  follow- 
ing resolutions: 

"Resolved,  That  the  Board  of  Education  shall  be  urged:  (1)  To 
classify-  mentally  all  children  of  school  age  under  its  supervision  or  brought 
to  its  attention  by  the  Permanent  Census  Board  or  other  agencies.  (2) 
To  determine  as  far  as  possible,  by  scientific  methods,  the  degree  of  mental 
deficiency  of  those  reported  as  sub-normal.  (3)  To  keep  full  and  accurate 
records  of  all  sub-normal  children,  including  school  w-ork,  hom.e  conditions 
and  heredity  data.  (4)  To  send  to  the  proper  state  authorities  the  names 
of  such  children  as  are  deemed  to  be  custodial  cases.     ... 

"These  resolutions  were  adopted  by  the  Elementary  Schools  Comrnit- 
tee  and  sent  to  the  Board  of  Superintendents,  that  they  might  determine 
what  force  would  be  needed  to  carry  them  into  effect.  After  the  resolu- 
tions had  passed  through  their  hands  and  through  the  Committee  on  By- 
laws, the  Board  of  Education  was  asked  to  ratif\^  the  following  positions: 
Two  assistant  inspectors  of  ungraded  classes;  X\\o  physicians  on  full  time 
and  regularly  assigned  to  the  Department  of  Ungraded  Classes ;  tw-o  social 
workers  or  visiting  teachers. 

"The  Public  Education  Association  took  up  the  matter  and  obtained 
the  co-operation  of  various  organizations,  among  them  the  City  Club,  the 
Association  of  Neighborhood  Workers,  the  Association  of  Collegiate  Alum- 
nee,  the  Women's  Municipal  League,  and  the  Local  School  Boards,  in  the 
effort  to  induce  the  Board  of  Education  to  take  favorable  action.     .     .     . 

"After  much  discussion,  ending  in  a  hearing  before  the  Committee  on 
Elem.entary  Schools  attended  by  many  physicians,  most  of  whom  were  en- 
tirely in  sympathy  with  the  proposed  increase  in  the  department,  the  reso- 
lutions ratifying  these  positions,  as  well  as  additional  clerical  assistance, 
were  passed  in  October,   1912.     .     .     ." 

Public  Education  Association,  "Work  for  Mentally  Defective  Children  in  New  York  City,"  Bulletin  No.  8, 
published  January  20,  1913.     Final  Report  of  the  Committee  on  School  Inquiry,  New  York  City,  Vol.  1,  p.  361. 

28 


WHEN  WERE  "VISITING  TEACHERS'' 
first  introduced  into  the  public  schools 
of  New  York  City  ? 
In  1913, 

How  ? 

Throtigk  the  efforts  of  the  Picblic  Education  Asso- 
ciation and  other  organizations, 

"The  visiting  teacher  was  created  to  bridge  a  gap  in  the  existing  school 
machinery.  Her  province  lies  outside  that  of  the  regular  teacher,  the 
attendance  officer  and  the  school  nurse,  though  like  the  attendance  officer 
and  the  school  nurse,  she  goes  into  the  child's  home.  To  her  is  assigned  the 
group  called  the  'difficult'  children  and  it  is  her  aim  to  discover,  if  possible, 
the  cause  of  the  difficulty  which  manifests  itself  in  poor  scholarship,  annoy- 
ing conduct,  irregular  attendance,  or  the  need  of  or  desire  for  advice  on 
some  important  phase  of  life.  It  is  too  much  to  expect  the  regular  teacher, 
handicapped  as  she  is  by  her  large  class,  to  cope  with  such  situations.  Nor 
is  it  to  be  expected  that  those  qualified  to  act  as  attendance  officer  or  school 
nurse,  were  they  not  already  burdened,  should  do  the  work  of  the  visiting 
teacher.  In  her  is  united  the  training  that  makes  a  teacher  and  a  social 
service  worker,  and  it  is  because  of  this  combination  that  she  is  able  to 
widen  the  regular  teacher's  reach  and  help  her  to  interpret  and  solve  the 
problems  as  they  present  themselves. 

"The  work  began  in  the  autumn  of  1906.  Two  workers  were  placed 
in  the  field,  one  by  Hartley  House,  attached  to  districts  10  and  11,  the 
other  by  Greenwich  House,  working  in  district  9.  Richmond  Hill  House 
and  the  College  Settlement  were  from  the  beginning  represented  on  the 
committee. 

"In  1907-08  connection  was  made  with  the  Public  Education  Asso- 
ciation, at  which  time  the  committee  was  somewhat  enlarged  and  another 
visiting  teacher  was  provided  to  work  in  districts  2  and  5.  .  .  .  In 
1911-12,  the  staff  numbered  seven  and  the  only  change  there  was  came 
about  through  the  return  of  one  of  the  former  members  and  her  transfer 
from  the  lower  East  Side,  which  already  claimed  two  visiting  teachers,  to 
the  Middle  West  Side,  to  district  18.  The  force  will  be  still  further  in- 
creased in  the  year  1912-13,  the  Russell  Sage  Foundation  having  pro- 
vided the  Public  Education  Association  with  two  of  its  staff." 

Public  Education  Associition,  "Report  of  Visiting  Teachers,"  for  the  year  1911-12,  by  Mary  Flexner, 
Bulletin  No.  15,  published  April  5.  1913. 

After  three  successive  annual  requests  by  the  Board  of  Education  in 
the  school  budget,  two  visiting  teachers  were  granted  to  the  department 
of  ungraded  classes  in  1913. 

29 


ARE  LUNCHES  FOR  CHILDREN  NOW 
provided  at  cost  by  the  public  schools  of 

New  York  City  ? 

No,  However^  the  City  Superintendent  has 
advised  that  such  provisio?i  be  made. 

Are  there  any  outside  agencies  championing 
this  movement  ? 

Yes,  The  New  York  school  lunch  committee^ 
until  1912  affiliated  with  the  Public  Education 
Association  and  recently  with  the  Association  for 
the   Improvement  of  the  Condition   of  the   Poor, 

"Mr.  George  H.  Chatfield,  the  principal  of  public  school  51,  was  the 
first  to  test  practically  the  school  lunch  idea  in  New  York  City.  The  first 
lunch  was  served  in  his  school  on  November  23,  1908.  In  March,  1909, 
Mr.  John  Doty,  principal  of  public  school  21,  began  serving  lunches  in  his 
school.  The  Board  of  Education  had  given  permission  for  these  experi- 
ments on  condition  that  no  expense  should  fall  upon  it.  Miss  Mabel  Kit- 
tredge  and  Mrs.  Ernest  Poole  supervised  these  experiments  until  the  New 
York  School  Lunch  Committee  was  formed  in  April,  1909.  The  experi- 
ment was  extended  to  other  schools,  until  in  1911-12  lunches  were  served 
in  public  schools  11,  21,  34,  51,  92,  107  and  120.  A  number  of  children 
also  came  from  public  school  106  to  the  lunch  served  at  21,  and  from  public 
school  1  to  that  served  at  107." 

The  New  York  School  Lunch  Committee,  which  has  carried  on  the 
work  for  over  four  years,  was  affiliated  with  the  Public  Education  Associa- 
tion until  1912.  Recently,  this  committee  has  been  affiliated  with  the  Asso- 
ciation for  the  Improvement  of  the  Condition  of  the  Poor. 

At  present,  November,  1913,  they  are  serving  lunches  in  fifteen  dif- 
ferent schools  and  have  plans  for  further  expansion  soon.  School  lunches 
are  being  served  in  several  schools  in  Brooklyn  by  the  Brooklyn  School 
Lunch  Committee.  Flushing  also  has  lunches  served  in  a  few  schools,  under 
similar  conditions. 

Public  Education  Associarion,  Bulletin  No.  9,  February  25,  1913. 


30 


PART    II 

THE 
WORK  ACCOMPLISHED 

by 

PUBLIC    EDUCATION 
ASSOCIATIONS 

in 
New  York  City  and  Elsewhere 


i 


THE 

PUBLIC  EDUCATION  ASSOCIATION 

OF  NEW  YORK  CITY 

The  function  of  the  Public  Education  Association  of  New  York  City 
is  stated  in  its  charter: — "To  study  the  problems  of  public  education,  in- 
vestigate the  condition  of  the  common  and  corporate  schools,  stimulate  pub- 
lic interest  in  the  schools,  and  propose  from  time  to  time  such  changes  in 
the  organization,  management  or  educational  methods  as  may  seem  neces- 
sary or  desirable." 

The  Public  Education  Association  was  founded  in  1895  and  incor- 
porated in  1899. 

It  grew  out  of  the  Committee  on  Schools  of  the  Council  of  Con- 
federated Good  Governments,  which  had  been  appointed  in  1894  to  con- 
sider the  welfare  of  the  New  York  public-school  system. 

An  auxiliary  of  associated  women  members  was  formed  to  assist  in 
the  work  of  this  committee  in  December  of  the  same  year,  which  within 
three  months  had  grown  to  a  membership  of  250. 

In  April,  1895,  the  work  had  so  expanded  that  it  was  decided  to 
form  a  new  and  distinct  organization  under  the  name  of  the  Woman's 
Association  for  Improving  the  Public  Schools. 

Later  in  this  year,  the  name  was  changed  to  the  Public  Education 
Association,  under  which  name  it  was  incorporated  on  April  1,  1899. 

The  Association  has  grown  from  a  small  committee  of  public-spirited 
women,  depending  entirely  upon  volunteer  workers,  to  an  organization  of 
over  850  members,  men  and  women,  under  the  direction  of  two  trained 
educators  who  supervise  a  regular  salaried  staff  of  trained  workers,  besides 
experts  employed  from  time  to  time  for  particular  pieces  of  work,  and  vol- 
unteer workers  usually  organized  in  standing  committees. 

The  management  of  the  Association  is  vested  in  a  board  of  twenty-one 
trustees  selected  at  the  annual  meeting  in  Januarj-.  This  board  contracts 
with  the  directors  and  appoints  an  Executive  Committee  of  eleven  members 
chosen  from  the  Association. 

The  Executive  Committee  is  the  active  board  commonly  in  control. 
It  acts  as  the  committee  of  lay  members,  deciding  on  principles,  adopting 
policies,  directing  and  holding  accountable  the  directors,  who,  in  turn, 
direct  the  technical  details  of  the  work  of  the  Association. 

32 


The  activities  of  the  Association  furnish  a  brief  of  the  educational 
progress  in  New  York  since  1895.  In  fostering  such  activities  it  has  not 
only  endeavored  to  initiate  and  support  its  own  measures,  but  has  been 
ever  watchful  to  co-operate  with  other  agencies  in  securing  concerted  action 
upon  all  questions  affecting  the  public  schools  whenever  desirable.  The 
extent  of  its  usefulness  has  been  limited  only  by  the  means  available  for 
its  support.     Its  activities  have  included: 


I.    LEGISLATION 

L  Bills  affecting  the  educational  chapter  of  the  city  charter,  dealing 
with  the  organization  and  administration  of  the  schools,  and  the  general 
welfare  of  pupils  and  teachers. 

2.  Compulsory  education,  truancy  and  child-labor  laws. 

3.  Permanent  census  laws. 


II.     SCHOOL  BUDGET 

The  Association  has  been  guided  by  three  policies: 

1.  No  specific  position  for  or  against  a  given  item  in  the  budget 
without  adequate  knowledge  of  the  factors  determining  the  justice  of  that 
item. 

2.  Continuous  study  of  needs  and  expenditures  throughout  the  year. 

3.  Close  articulation  with  what  others  are  doing  in  relation  to  the 
budget,  through  conferences  and  otherwise,  and  concentration  for  intensive 
work  upon  such  important  items  of  the  budget  as  it  is  properly  equipped 
to  handle. 

III.     NEW  TYPES  OF  SCHOOLS 

The  Association  has  taken  more  or  less  active  part  in  the  initiation, 
extension,  or  improvement  of  many  new  tj'pes  of  schools  for  special  classes, 
including: 

1.  Kindergartens. 

2.  High  schools. 

3.  Vocational  education^  including  trade  schools  and  technical  schools. 

4.  Intermediate  schools  advocated,  particularly  since  1907. 

5.  Evening  schools. 

6.  Vacation  schools. 

7.  Special  schools  or  special  classes  for  the  mentally  defective,  the 
blind  and  the  crippled. 

33 


In  the  year  1910-11,  for  example,  the  Association's  committee  on 
special  children,  employed  Dr.  Anne  Moore  to  make  an  investigation  of 
the  feeble-minded  in  New  York  City.  The  results  of  this  investigation 
were  incorporated  in  a  valuable  report,  which  was  published  by  the  State 
Charities  Aid  Association's  Committee  on  Provision  for  the  Feeble-minded. 
This  work  has  been  followed  by  special  investigation  into  the  family  and 
social  history  of  the  mentally  deficient  children  of  school  age,  who  have 
been  reported  to  Miss  Elizabeth  Farrell,  supervisor  of  ungraded  classes 
of  the  city  schools. 

8.  Tombs  School.  The  Association  has  maintained  for  a  number 
of  years  in  the  Tombs  Prison,  a  school  which  is  conducted  in  the  inter- 
est of  young  men  between  the  ages  of  sixteen  and  twenty-one,  awaiting 
trial  for  various  offenses.  Young  men  who  have  been  classified  by  the 
police  as  hardened  and  desperate  criminals  have  thus  been  given  oppor- 
tunity to  reform  and  improve  themselves.  Among  the  specific  things  that 
have  been  advocated  by  the  committee  in  charge  of  this  work  have  been 
the  probation  system,  a  preferred  calendar  for  such  criminals,  reform  meth- 
ods in  treatment  and  the  prevention  of  photographing  boys  as  criminals. 


IV.     COURSE  OF  STUDY  AND  NEW  TYPES  OF 
SCHOOL  ACTIVITIES 

At  various  times  interest  has  been  taken  in  the  introduction  of  exten- 
sion of  school  subjects,  including: 

1.  Courses  of  Study.  Late  in  1910,  a  committee  of  the  Associa- 
tion made  an  exhaustive  study  of  the  New  York  City  curriculum  as  com- 
pared with  the  curricula  in  other  cities.  This  committee  consisted  of  Dr. 
Ira  S.  Wile,  chairman;  Dr.  Frederick  G.  Bonser  of  Teachers  College,  and 
Miss  Amy  Schussler,  principal  of  the  Speyer  school.  The  report  of  this 
committee  was  submitted  in  manuscript  form  to  the  school  authorities,  and 
has  been  extensively  used  in  considering  proposed  changes  in  the  course  of 
study.  An  extended  abstract  of  the  report  appeared  in  the  issues  of  the 
ISlew  York  Evening  Sun,  under  date  of  February  1,  3,  5,  6,  8,  13  and 
14,  1913. 

2.  Vocational  Guidance.  The  association  made  an  intensive  study 
of  the  problems  of  vocational  guidance,  a  preliminary  of  which  was  published 
in  the  Report  of  the  Superintendent  of  Schools  for  1912. 

3.  Compulsory  Education  and  School  Census.  The  Association  has 
made  a  thorough  study  of  the  systems  of  enforcing  compulsory  attendance 
laws  used  in  Philadelphia  and  elsewhere,  which  has  been  presented  in 
printed  and  manuscript  form  to  the  educational  authorities  of  New  York 

34 


City.  It  has  also  made  a  critical  analysis  of  the  Burks'  report  to  the  Com- 
mittee on  School  Inquiry,  and  has  orj^anized  conferences  looking  toward 
the  adoption  of  sound  methods  in  this  field. 

4.  Visiting  Teachers.  The  Association  has  been  active  from  the 
very  beginning  in  visiting  schools,  and  endeavoring  to  establish  a  closer 
relation  between  the  home  and  the  school.  From  this  work  has  developed 
the  work  of  the  visiting  teacher,  which  was  highly  commended  by  the  Com- 
mittee on  School  Inquiry.  Visiting  teachers  are  now  being  employed  by 
the  school  authorities. 

5.  Nature  Stijdy.  For  many  years  a  standing  committee  has  been 
active  in  supplying  nature  study  material,  conducting  flower,  fruit  and 
vegetable  shows,  and  securing  the  co-operation  of  the  Museum  of  Natural 
History  in  furthering  the  Vvork  in  nature  study  in  numerous  w^ays. 

6.  Libraries.  Valuable  service  has  been  rendered  in  extending  the 
use  of  the  public  libraries  for  school  children. 

7.  Wider  Use  of  the  School  Plant.  In  this  field  the  Association  has 
been  particularly  active  in  the  formation  of  boys  and  girls'  clubs,  evening 
recreation  centers,  playgrounds,  exhibits,  etc.  Through  a  school  visiting 
committee  and  in  other  ways,  the  Association  has  kept  in  touch  \vith  the 
conditions  in  the  schools  throughout  the  city,  and  has  from  time  to  time 
taken  active  part  in  improving  the  condition  of  the  buildings  as  to  cleanli- 
ness, heating,  lighting,  ventilation,  etc.  It  has  been  active  for  a  number 
of  years  in  securing  a  higher  type  of  school  decoration  and  art.  In  1907-08, 
for  example,  over  $10,000.00  was  secured  for  pictures  and  other  decora- 
tions, which  were  distributed  by  the  art  committee,  which  has  since  become 
the  School  Art  League. 


*t!^ 


V.     INFORMATION  AND  RESEARCH 

The  Association  has  continually  endeavored  to  keep  the  schools  and 
the  public  informed  as  to  problems  and  points  of  view  toward  educational 
questions  of  interest  to  each.  This  work  has  been  conducted  through  lec- 
tures and  public  conferences,  annual  meetings,  parents'  meetings,  bulletins, 
pamphlets,  press  items,  school  visiting,  etc.  Of  particular  interest  have 
been  the  bulletins  upon  the  permanent  census  board,  the  problems  of  com- 
pulsorjf  attendance  in  Philadelphia  and  elsewhere,  studies  of  the  mentally 
defective  in  New  York  City,  the  vocational  guidance  survey,  school 
lunches,  visiting  teachers,  interpretation  and  criticism  of  pending  legislation, 
and  abstracts  of  the  reports  of  the  school  inquity. 


35 


PUBLIC  EDUCATION  ASSOCIATIONS 
IN  OTHER  CITIES 

In  her  book  on  "Helping  School  Children,"  Miss  Elsie  Denison  points 
out  (page  124)  that  there  are  enough  Public  Education  Associations  in 
this  country  to  make  a  yearly  congress  of  them  stimulating  and  worth 
while.  She  says,  "The  latest  and  best  known  of  these  in  Providence,  Wal- 
tham.  New  York,  Boston  and  Philadelphia,  have  acted  as  cradles  for  many 
co-operative  plans  with  schools.  From  the  Waltham  Society  sprang  sepa- 
rate playground,  kindergarten  and  school-garden  associations.  In  Provi- 
dence, child-labor  work,  sanitary  surveys  and  hygiene  interests  have  called 
the  Public  Education  Association  foster  mother.  There  is  very  little  hap- 
pening in  Worcester  schools,  to  which  the  Association  there  has  not  lent 
a  helping  hand.  It  is  as  a  central,  initiating,  guiding  force  that  a  public 
association  does  its  best  work,  no  matter  what  name  it  goes  by,  co-operating 
with  everybody  interested  in  schools  and  stimulating  public  opinion." 

The  histor)'^  of  the  Public  Education  Association  of  Philadelphia, 
since  its  organization,  is  the  history  of  school  progress  in  Philadelphia.  To 
date,  it  has  had  a  busy  career  of  over  thirty  years,  covering  the  conspicu- 
ously constructive  period  in  the  development  of  city  school  administration 
in  all  the  United  States  and  particularly  in  Philadelphia.  It  has  seen  the 
following  results  accomplished: 

I.  The  institution  of  the  department  of  superintendence,  with 
the  increase  of  force  by  which  the  efficiency  of  this  depart- 
ment has  been  largely  augmented  and  thoroughly  organized. 

II.     The  introduction  of  sewing  and  cooking  into  the  curriculum. 

III.  The  institution  of  the  manual  training  school. 

IV.  The  reorganization  of  the  schools  under  supervising  principals. 

V.     The  assumption  by  the  Board  of  Education  of  the  kinder- 
garten schools. 

VI.     The  establishment  of  the  chair  of  pedagogy  in  the  Univer- 
sity of  Pennsjdvania. 

VII.     The  separation   of   the   girls'   high   and   normal   schools   and 
the  material  improvement  of  the  course  in  the  former. 

VIII.     The  passage  of  the  compulsory'  school  law. 

36 


IX.     Medical  inspection  introduced  by  the  Department  of  Health 
and  Charities. 

X.     Establishment  of  school  gardens  by  the  Board  of  Education. 

XL     Reorganization  of  high  schools. 

XII.     Proposition  for  state  high-school  inspector. 

XIII.  Promotion  of  child  labor  and  compulsory  education  laws  and 

their  enforcement. 

XIV.  Co-operation  with  educational  commission  in  reorganizing  en- 

tire school  system,  resulting  in  the  new  school  code. 


37 


PATTERSON    ft   WHITE   CO. 

134-146   N.  SIXTH   ST. 

PHILADELPHIA 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


MAR     IC  194. 


-^^^ 


'BB    I 


2  n^G 


MAY  38   1946 


^Lt^^ 


'.^'  t. 


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]...nttWW 


REC'D  LD 


JUL  1 5  19b9 


^^rCD  LCv 


UBRARY  USE 


JULl  51959 


LD  21-100m-7,'39(402s) 


298^27 


/  -/ 

UNIVERSITY  OF  CALIFORNIA  LIBRARY 


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